Churchfields Junior School’s History Aims are derived from the aims of the National Curriculum for History and every history lesson taught at the school is mapped onto one of these key aims, to ensure that every aspect of this fascinating subject is given appropriate attention through every pupils’ journey through history from the beginning of year 3 to the end of year 6.
History Curriculum
History Aims
Ask historically valid questions, use sources, weigh evidence and appraise arguments.
Establish coherent and chronological narratives of UK and other civilisations’ histories.
Use abstract historical terms and concepts.
Explain historical connections, contrasts and trends.
Organise historical information and apply historical knowledge.
Substantive Knowledge
Historical enquiry at Churchfields Junior School is underpinned by strong substantive knowledge of chronology, events and individuals. This knowledge is cultivated using high-quality information texts containing a range of sources for pupils to explore during direct instruction, discussion and quizzing, and guided and independent practise.
Substantive knowledge is practised and reinforced through weekly (lesson starter quiz), termly (Test Your Skills) and yearly review (revision) and study of a variety of civilisations in chronological order builds pupils’ sense of timelines which overlap, intersect and run concurrently.
As they move through the school, pupils also build increasingly sophisticated schema around explicitly taught Historical Concepts such as civilisation and monarchy, with definitions adapted to provide greater challenge and deeper understanding in each subsequent year group.
Disciplinary Knowledge
Pupils’ knowledge of how historians undertake historical enquiries is developed through History Skills embedded in lesson learning objectives and independent practise tasks, which challenge children to utilise their substantive knowledge to make comparisons and historical judgements about continuity and change, cause and consequence and similarity and difference.
History Skills
Cause and Consequence
Continuity and Change
Historical Interpretation
Historical Significance
Similarity and Difference
Sources and Evidence
Year 3
Week 1
Outcome
- To place the Stone, Bronze and Iron ages in Britain on a timeline
Vocabulary
- past, present, timeline, chronological, period
Revision
- Introduce concepts of A.D./C.E. and B.C./B.C.E.
Historical aim from the National Curriculum
- 2. Establish coherent and chronological narratives of UK and other civilisations’ histories
Historical substantive concept
- Invasion: people arriving in Britain in the Stone to Iron Ages were not invaders
Historical skill – disciplinary/second order concept
- Historical interpretation
Week 2
Outcome
- To explain what prehistory is and how we know about it
Vocabulary
- prehistory, source, evidence, archaeology, archaeologist
Revision
- Recap concepts of A.D./C.E. and B.C./B.C.E.
Historical aim from the National Curriculum
- 3. Use abstract historical terms and concepts
Historical substantive concept
- Civilisation: Stone, Bronze and Iron age groups of people in Britain were not civilisations
Historical skill – disciplinary/second order concept
- Sources & evidence
Week 3
Outcome
- To discuss the sources that provide information about the Stone Age
Vocabulary
- primary, secondary, source, evidence, artefact
Revision
- To identify primary and secondary sources
Historical aim from the National Curriculum
- 1. Ask historically valid questions, use sources, weigh evidence and appraise arguments
Historical substantive concept
- Civilisation: Groups of people leave evidence behind them
Historical skill – disciplinary/second order concept
- Sources & evidence
Week 4
Outcome
- To explain what a hunter-gatherer is
Vocabulary
- Palaeolithic, Mesolithic, tribe, nomadic, shelter
Revision
- To recall when the Palaeolithic period was
Historical aim from the National Curriculum
- 5. Organise historical information and apply historical knowledge
Historical substantive concept
- Monarchy: Tribes did not have one clear leader
Historical skill – disciplinary/second order concept
- Sources & evidence
Week 5
Outcome
- To describe how Cheddar man might have lived
Vocabulary
- Mesolithic, diet, cave, settle
Revision
- To recall when the Mesolithic period was
Historical aim from the National Curriculum
- 3. Use abstract historical terms and concepts
Historical substantive concept
- Peasantry: Introduce definition – Cheddar man couldn’t have been a peasant
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To illustrate the significance of Skara Brae
Vocabulary
- settlement, Neolithic, hearth, preserved, whalebone, expose
Revision
- To recall when the Neolithic period was
Historical aim from the National Curriculum
- 1. Ask historically valid questions, use sources, weigh evidence and appraise arguments
Historical substantive concept
- Civilisation: Elements of civilized society began to develop in the Neolithic, Bronze and Iron Ages
Historical skill – disciplinary/second order concept
Week 7
Outcome
- To describe how life changed when humans began to farm
Vocabulary
- climate change, agriculture, fertile, Neolithic
Revision
- Recall what is meant by the term ‘hunter-gatherer’
Historical aim from the National Curriculum
- 2. Establish coherent and chronological narratives of UK and other civilisations’ histories
Historical substantive concept
- Civilisation: Natural events impact human development
Historical skill – disciplinary/second order concept
- Change and continuity
Week 1
Outcome
- To assess the significance of Stonehenge
Vocabulary
- monument, religion, burial, calendar, healing
Revision
- To recognise the Cenotaph as a monument and recall its purpose. WW1 revision (KS1) & link to Remembrance.
Historical aim from the National Curriculum
- Explain historical connections, contrasts and trends
Historical substantive concept
- Civilisation: Organised groups generate great achievements
Historical skill – disciplinary/second order concept
- Historical significance
Week 2
Outcome
- To write a History essay: Were Stone Age humans ‘simply’ hunter gatherers?
Focus on changes from Palaeolithic to Neolithic period, showing why it is not ‘simple’, nor that the people were ‘simple’
Vocabulary
- cave, art, Palaeolithic, Mesolithic, tribe, nomadic, shelter
Revision
- To explain what a hunter-gatherer is
Historical aim from the National Curriculum
- 4. Explain historical connections, contrasts and trends
Historical skill – disciplinary/second order concept
- Historical interpretation
Week 3
Outcome
- To write a History essay: Were Stone Age humans ‘simply’ hunter gatherers?
Focus on changes from Palaeolithic to Neolithic period, showing why it is not ‘simple’, nor that the people were ‘simple’
Vocabulary
- cave, art, Palaeolithic, Mesolithic, tribe, nomadic, shelter
Revision
- To locate the Palaeolithic, Mesolithic and Neolithic periods on a timeline
Historical aim from the National Curriculum
- 4. Explain historical connections, contrasts and trends
Historical skill – disciplinary/second order concept
- Historical interpretation
Week 4
Outcome
- To write a History essay: Were Stone Age humans ‘simply’ hunter gatherers?
Focus on changes from Palaeolithic to Neolithic period, showing why it is not ‘simple’, nor that the people were ‘simple’
Vocabulary
- cave, art, Palaeolithic, Mesolithic, tribe, nomadic, shelter
Revision
- To discuss the sources that provide information about the Stone Age
Historical aim from the National Curriculum
- 4. Explain historical connections, contrasts and trends
Historical skill – disciplinary/second order concept
- Historical interpretation
Week 5
Outcome
- Test Your Skills: Stone Age
Revision
- To address misconceptions
Historical skill – disciplinary/second order concept
- Change and continuity
Week 6
Outcome
- To recognise why bronze replaced stone and the changes it brought to society
Vocabulary
- alloy, durable, sharper, plough, weapons, utensils, jewellery
Revision
- To place the Bronze Age in Britain on a timeline
Historical aim from the National Curriculum
- 4. Explain historical connections, contrasts and trends
Historical substantive concept
- Civilisation: Farming allowed permanent settlements to develop
Historical skill – disciplinary/second order concept
- Cause and consequence
Week 7
Outcome
- To justify whether there were ‘Beaker People’ or only ‘Beaker Culture’
Vocabulary
- invention, migration, mine, casting, culture
Revision
- To describe the difference between a primary source and a secondary source
Historical aim from the National Curriculum
- To describe the difference between a primary source and a secondary source
Historical substantive concept
- Invasion: Beaker culture may have been gradually adopted by people already living in Britain, rather than Britain filling with ‘Beaker people’ (though there was migration too)
Historical skill – disciplinary/second order concept
- Historical interpretation
Week 1
Outcome
- To investigate why the smelting of iron was an important development
Vocabulary
- agriculture, invention, smelting, sickle, plough
Revision
- KS1 – WW1 technology using metals e.g. barbed wire, shells, bullets, tanks
Historical aim from the National Curriculum
- 5. Organise historical information and apply historical knowledge
Historical substantive concept
- Civilisation: Stone, Bronze and Iron age people in Britain exploited the landscape for resources
Historical skill – disciplinary/second order concept
- Civilisation: Stone, Bronze and Iron age people in Britain exploited the landscape for resources
Week 2
Outcome
- To establish change and continuity in homes from the Palaeolithic to Iron Age
Vocabulary
- hearth, wattle, daub, thatch, clan
Revision
- KS1 – 1666 Great Fire of London, started in Pudding Lane, spread in densely housed area, wood and thatch materials, diarised by Samuel Pepys
Historical aim from the National Curriculum
- 4. Explain historical connections, contrasts and trends
Historical substantive concept
- Peasantry: Larger settlements led to richer and poorer people
Historical skill – disciplinary/second order concept
- Change and continuity
Week 3
Outcome
- To compare interpretations of why hill forts were built
Vocabulary
- goods, surplus, barter, exchange, production, raw materials
Revision
- To recall the possible purposes of Stonehenge
Historical aim from the National Curriculum
- 3. Use abstract historical terms and concepts
Historical substantive concept
- Parliament: Trade began to connect distant lands with each other
Historical skill – disciplinary/second order concept
- Historical significance
Week 4
Outcome
- To explain who the Celts were
Vocabulary
- tribes, culture, society, religion, reliable
Revision
- To recall when humans first arrived in Britain
Historical aim from the National Curriculum
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Historical substantive concept
- Empire: Though Celts inhabited many lands, they consisted of many distinct tribes
Historical skill – disciplinary/second order concept
- Historical interpretation
Week 5
Outcome
- To evaluate the strength and wealth of Britain when Roman invasions began
Vocabulary
Revision
- To recall the different objects made by Beaker people
Historical aim from the National Curriculum
- 4. Explain historical connections, contrasts and trends
Historical substantive concept
- Invasion: The Roman Empire used its power and wealth to conquer much of the British Isles, ending the Iron Age (though iron continued to be the important material)
Historical skill – disciplinary/second order concept
- Cause and consequence
Week 6
Outcome
- To assess knowledge and understanding of the Bronze and Iron Ages
Revision
- To review misconceptions from the assessment
Week 1
Outcome
- To state key knowledge about Ancient Egypt
- Knowledge organiser
Vocabulary
Revision
- Locate Stone to Bronze age on a timeline
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To locate Egypt on a map and illustrate the importance of the Nile
Vocabulary
Revision
- To sketch the growing importance of Trade within the Iron Age
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves
Vocabulary
Revision
- To compare how people lived from the Stone Age to the Iron Age with today
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To interpret hieroglyphics and recognize the significance of the Rosetta Stone
Vocabulary
Revision
- To illustrate the significance of Skara Brae
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To discuss religion in Ancient Egypt and name the main gods and goddesses
Vocabulary
Revision
- To dramatize the mysteries of Stonehenge
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To describe the process mummification
Vocabulary
Revision
- To debate why the smelting of iron was an important human development
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To examine the discovery of Tutankhamun’s tomb
Vocabulary
Revision
- To illustrate the significance of Skara Brae
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To assess my knowledge and understanding of the Ancient Egyptians
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- To explain why the pyramids were built
Vocabulary
Revision
- To explain why Stonehenge was built
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- Trip write up
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To create a diagram of the hierarchical ruling system of the Ancient Egyptians
Vocabulary
Revision
- To discuss who Gandhi was
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To inspect the Ancient Egyptian military
Vocabulary
Revision
- To compare technology in WW1 with today
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To compare Ancient with Modern Egypt
Vocabulary
Revision
- Compare the Stone Age to the Iron Age
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- To appraise why Ancient Egypt ended
Vocabulary
Revision
- To explain why the Bronze Age ended
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To assess understanding and knowledge of Ancient Egypt
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- Essay: What is the impact of Ancient Egyptians on life today?
Vocabulary
Revision
- To argue the impact of boat technology on human development
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- Essay: What is the impact of Ancient Egyptians on life today?
Vocabulary
Revision
- To argue the impact of farming on human development
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Stone, Bronze and Iron Ages
In order to ensure the development of a chronologically secure knowledge, Year 3 starts with an investigation into the Stone, Bronze and Iron Ages.
A combination of overview and depth studies combines to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
With this in mind, each topic in each year group is started with an overarching timeline that draws on their knowledge of when other topics happened (for Year 3 it draws upon their understanding of ‘time’ they worked on in KS1), as well as getting them to realise that history isn’t just one thing after another, but rather a much more complicated series of overlapping and connected narratives.
In depth studies within the topic were chosen from a consideration of what I thought were best suited to allowing children to naturally find and develop their own understanding of patterns. For example the Stone Age to the Iron Age learning objectives cover the themes of challenges of their time, history of the UK, ancient civilisations, technology, houses and home and impact on a modern society. Vocabulary it will utilize and cement includes: society, ruler, tribe, defeat, exploration, civilisation, community, source, archaeologist, navigation.
Year 3 also get a chance to explore the following themes through the lens of the Ancient Egyptians: inspire curiosity, world influences, empires, non-European civilisations, military, and technology, impact on modern society and so on.
Historical Concepts
Parliament
Checks the work of Government, makes laws, and debates big issues of the day.
Peasantry
Any slaves, servants or workers on farm land who own nothing or little of their own.
Civilisation
Organised grouping of people who share enough ideas and ways of living to live together peacefully.
Empire
Many people in separate or different places controlled by the government or ruler of only one of those places.
Invasion
A group using violence to take control of the land or lives of another group.
Monarchy
Having a King or Queen as the Head of State.
Textbooks
Stone Age, Iron Age and Bronze Age (September—February)
Ancient Egypt (March—July)
Year 4
Week 1
Outcome
- To place Ancient Greece on a timeline and summarise its origins to the classical period
Vocabulary
- Mediterranean, Mycenaeans, culture, achievements, discovery
Revision
- Recap concepts of A.D./C.E. and B.C./B.C.E. and locate the Stone, Iron and Bronze ages on a timeline
Historical aim from the National Curriculum
- Establish coherent and chronological narratives of UK and other civilisations’ histories
Historical substantive concept
- civilisation
Historical skill – disciplinary/second order concept
- Historical significance
Week 2
Outcome
- To express the role of Gods in Ancient Greek culture
Vocabulary
- religion, culture, society, myth, oracle, legends, niche, temples, Mount Olympus, civilisation, Athens, belief, polytheism, Homer, epic poems
Revision
- To recall two significant Egyptian gods/goddesses
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To identify what a city-state and explain the significance of Athens
Vocabulary
- democracy, Polis, significance, politics, city-state, republic, barracks, colonies, acropolis, agora, monarchies, Athens, democracies, oligarchies
Revision
- Explain why the Nile was important for the success of Ancient Egypt
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- To compare Sparta and Athens
Vocabulary
- democracy, oligarchy, rights, Athens, Sparta, honour, narrative, sources, monarchies, triremes, Peloponnesian
Revision
- To recall the diagram of the hierarchical ruling system of the Ancient Egyptians
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To evaluate the beginning of democracy in Athens
Vocabulary
- evaluate, citizen, slave, government, parliament, direct democracy, citizens, representative, participated, ekklesia, impeached, Pnyx, banished, ostracism, Peloponnesian wars
Revision
- To explain what was new about the Neolithic Age
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To construct what life was like for Ancient Greek citizens
Vocabulary
- construct, citizen, slave, agora, diet. Religion, gender, trade, theatre, symposium, myths, chiton, himation
Revision
- To discuss how much life changed when man learned to farm
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 7
Outcome
- To appraise what life was like for women in Ancient Greece
Vocabulary
- wealthy, peasant, household, chiton, spheres, chores, separate, appraise, household, agora, restrictions
Revision
- To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To compare the importance of the ancient and modern Olympic Games
Vocabulary
Revision
- To compare Ancient with Modern Egypt
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To inspect art, literature and architecture in Ancient Greece.
Vocabulary
Revision
- To describe Khalo’s art
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To discuss whether Alexander deserved to be called ‘Great’
Vocabulary
Revision
- To examine the discovery of Tut’s tomb
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To examine other Greek figures relating to modern maths, science and philosophy
Vocabulary
Revision
- To recap the discoveries of Magellan
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To examine other Greek figures relating to modern maths, science and philosophy
Vocabulary
Revision
- To recall the significance of Earhart
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 7
Outcome
- To compare Ancient Greek ideas with Ancient Egypt
Vocabulary
Revision
- To explain why the pyramids were built
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To demonstrate the impact of Ancient Greek scientific discoveries on the modern world
Vocabulary
Revision
- To argue the impact of Ancient Egyptians on life today
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- Essay: How did the Ancient Greeks shape the modern world
Vocabulary
Revision
- To interpret hieroglyphics and recognize the significance of the Rosetta Stone
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- Essay: How did the Ancient Greeks shape the modern world (plan and begin to write)
Vocabulary
Revision
- To discuss how much life changed when man learned to farm
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To assess my knowledge of the Ancient Greeks
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To identify who the Romans are and place them in a timeline
Vocabulary
Revision
- Locate the stone to iron age on a timeline
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To describe what Celtic Britain was like before the Romans arrived
Vocabulary
Revision
- To describe who the Celts were and what they believed
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To explain why the Romans invaded Britain
Vocabulary
Revision
- To explain how Ancient Egypt came to an end
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To assess the invasions of Britain by Julius Caesar and Emperor Claudius
Vocabulary
Revision
- To explain who the beaker people were
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- To judge the significance of Boudicca
Vocabulary
Revision
- To describe why the cheddar man is peculiar
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To examine why the Romans built Hadrian’s wall
Vocabulary
Revision
- To examine why the Ancient Egyptians built the pyramids
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To compare life in a Roman town to Roman countryside
Vocabulary
Revision
- To compare the changes from the Stone Age to the Iron Age
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To appraise the role of religion in Roman culture
Vocabulary
Revision
- To express the role of Gods in Ancient Greek culture
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To recognize what life was like for women in Roman Britain
Vocabulary
Revision
- To appraise what life was like for women in Ancient Greece
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To debate the importance of technology in Roman Britain
Vocabulary
Revision
- To assess whether man was just a ‘simple hunter gatherer’
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- To compare living as a Celt and a Roman in Roman Britain
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- To question how we know about the Romans and compare Bede and Tacitus
Vocabulary
Revision
- To discuss the sources that provide information about the Stone Age
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To evaluate what changed and what stayed the same in 400 years of Roman rule in Britain
Vocabulary
Revision
- To evaluate how Homo Sapiens became the world’s dominant species
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 1
Outcome
- To analyse why the Romans left Britain
Vocabulary
Revision
- To judge why Ancient Egypt ended
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 2
Outcome
- To demonstrate the impact of Ancient Greek scientific discoveries on the modern world
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 3
Outcome
- Essay: Did the Romans shape Britain more than the Stone Age
Vocabulary
Revision
- To discuss how much life changed when man learned to farm
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 4
Outcome
- Essay: Did the Romans shape Britain more than the Stone Age
Vocabulary
Revision
- To evaluate how Homo Sapiens became the world’s dominant species
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 5
Outcome
- To assess knowledge and understanding of the Ancient Romans
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Week 6
Outcome
- To assess knowledge and understanding of the Ancient Romans
Vocabulary
Revision
Historical aim from the National Curriculum
Historical substantive concept
Historical skill – disciplinary/second order concept
Ancient Greece and Ancient Romans
Continuing chronologically, Year 4 looks at the Ancient Greek followed by the Ancient Romans. As with all topics in each year group, the topic begins with revisiting a timeline that refreshes their knowledge and gives them an accurate idea of when these events and ideas took place.
Ancient Greece is a big topic for considering an ‘impact on the modern world’, with a closer look at the beginning of democracy, key figures such as Pythagoras Aristotle, as well other ancient Greek inventions (and the Olympic games).
Children also look at what life was like for children and women, as well as other broader ideas like religion, trade, military, politics and architecture.
Historical Concepts
Parliament
A formal conference for the discussion of government affairs and taking of decisions about laws.
Peasantry
Poor person of low social status who works on the land and owns little or none of that land.
Civilisation
A state of human society that is very developed and organised where people act in a civilised manner.
Empire
A large territory or group of territories under the control of one government or ruler.
Invasion
An instance of one group violently forcing itself into the country or region of others.
Monarchy
A form of government in which the monarch is the head of state for life.
Textbooks
Ancient Greece (September—February)
Roman Britain (March—July)
Year 5
Week 1
Outcome
- To create a historical timeline of the periods studied so far, highlighting the difference between national and international historical periods
Vocabulary
Revision
- Including recap of Stone to Iron Age
- International would include Ancient Greece and Egypt
Week 2
Outcome
- To analyse why the Anglo-Saxons came to Britain
Vocabulary
Revision
- To explain why the Romans invaded Britain
Week 3
Outcome
- To compare the reasons behind the Anglo-Saxon invasion with the Roman invasion
Vocabulary
Revision
- To sketch the growing importance of Trade within the Iron Age
Week 4
Outcome
- To describe what changed and what continued when the Romans left and the Anglo-Saxons arrived
Vocabulary
Revision
- To compare the changes from the Stone Age to the Iron Age
Week 5
Outcome
- To assess how the Anglo-Saxons ruled in Britain
Vocabulary
Revision
- To create a diagram of the hierarchical ruling system of the Ancient Egyptians
Week 6
Outcome
- To compare how the Anglo Saxons lived
Vocabulary
Revision
- To compare life in a Roman town to Roman countryside
Week 7
Outcome
- To discuss the life of a woman in Anglo-Saxon times
Vocabulary
Revision
- To recognize what life was like for women in Roman Britain
Week 1
Outcome
- To assess the importance of religion in Anglo-Saxon culture
Vocabulary
Revision
- To express the role of Gods in Ancient Greek culture
Week 2
Outcome
- To examine the rise of Christianity in Anglo-Saxon Britain
Vocabulary
Revision
- To appraise the role of Religion in Roman culture
Week 3
Outcome
- To investigate opinion and fact and sources: Sutton Hoo, West Stow, King Arthur, Staffordshire hoard
Vocabulary
Revision
- To examine the discovery of Tutankhamun’s tomb
Week 4
Outcome
- To investigate opinion and fact and sources: Sutton Hoo, West Stow, King Arthur, Staffordshire hoard
Vocabulary
Revision
- To analyse the Importance of Stonehenge
Week 5
Trip
Week 6
Outcome
- To analyse the importance of trade in Anglo-Saxon times
Vocabulary
Revision
- To locate Egypt on a map and illustrate the importance of the Nile
Week 7
Outcome
- To examine the life of King Alfred the Great
Vocabulary
Revision
- To judge the significance of Boudicca
Week 1
Outcome
- To discuss whether Alfred really was Great
Vocabulary
Revision
- To discuss whether Alexander deserved to be called ‘Great’
Week 2
Outcome
- Case study: Anglo Saxon chronicle
Vocabulary
Revision
- To question how we know about the Romans and compare Bede and Tacitus
Week 3
Outcome
- To illustrate how England became one kingdom
Vocabulary
Revision
- To evaluate what changed and what stayed the same in 400 years of Roman rule in Britain
Week 4
Outcome
- Essay planning: Is it fair to call it the ‘Dark Ages’?
Vocabulary
Revision
- To express whether Stone Age man was a ‘simple hunter gatherer’
Week 5
Outcome
- Essay: Is it fair to call it the ‘Dark Ages’?
Vocabulary
Revision
- To select the most significant Greek figures relating to modern maths, science and philosophy
Week 6
Outcome
- To assess knowledge and understanding of the Anglo-Saxons
Vocabulary
Week 1
Outcome
- To recall the position of Islamic Golden Age in history, geographically and chronologically
Vocabulary
Revision
- Add to timeline from beginning of the year
Week 2
Outcome
- To examine the spread of the Islamic Empire
Vocabulary
Revision
- To analyse why the Romans left Britain
Week 3
Outcome
- To discuss why Baghdad was built
Vocabulary
Revision
- To examine why the Romans built Hadrian’s wall
Week 4
Outcome
- To describe the layout of Baghdad
Vocabulary
Revision
- To locate Egypt on a map and illustrate the importance of the Nile
Week 5
Outcome
- To compare Ancient Baghdad to Londinium
Vocabulary
Revision
- To construct what life was like for Ancient Greek citizens
Week 6
Outcome
- To compare the life of a child in Baghdad to today
Vocabulary
Revision
- To examine what life was like In Ancient Egypt, from the Pharaoh to the slaves
Week 1
Outcome
- To appraise the significance of art and literature in Ancient Baghdad
Vocabulary
Revision
- To inspect art, literature and architecture in Ancient Greece
Week 2
Outcome
- Case Study: Cordoba
Vocabulary
Revision
- To argue why the pyramids were built
Week 3
Outcome
- To identify the key discoveries of the Golden Age of Islam
Vocabulary
Revision
- To select the most significant Greek figures relating to modern maths, science and philosophy
Week 4
Outcome
- To justify what was the most important discovery
Vocabulary
Revision
- To evaluate the beginning of democracy in Athens
Week 5
Outcome
- To compare Roman discoveries with Islamic discoveries
Vocabulary
Revision
- To debate the importance of technology in Roman Britain
Week 6
Outcome
- To compare Roman discoveries with Islamic discoveries
Vocabulary
Revision
- To recap Ancient Egyptian discoveries
Week 1
Outcome
- To explain how the Islamic Empire influenced Europe
Vocabulary
Revision
- To argue the impact of Ancient Egyptians on life today
Week 2
Outcome
- To examine the reasons for the decline of the Islamic empire and compare to the fall of the Romans
Vocabulary
Revision
- To judge why Ancient Egypt ended
Week 3
Outcome
- If you had to choose 6 objects that best exemplify the topic, what would they be
Vocabulary
Revision
- Same question, Egyptian topic
Week 4
Outcome
- Essay: What was the legacy of the Golden Age of Islam?
Vocabulary
Revision
- To demonstrate the impact of Ancient Greek scientific discoveries on the modern world
Week 5
Outcome
- Essay: What was the legacy of the Golden Age of Islam?
Vocabulary
Revision
- To argue the impact of Ancient Egyptians on life today
Week 6
Outcome
- To assess my knowledge and understanding of the Golden Age of Islam
Vocabulary
Anglo-Saxons
Year 5 starts where the Romans left off with Anglo-Saxons, where children are initially encouraged to consider more ‘why’ questions and other examples such as what continued and what stayed the same. Life of a woman and law and order are also looked at to allow children to draw more comparisons across topics with what they have previously studied.
Religion and culture are heavily addressed in this topic, as well as more in depth and involved usage of key historical ideas like ‘archaeology’, Leading them to draw conclusions and use relevant historical information when assessing trade in Anglo-Saxon time as well as other factors like religious belief. Similarly to Year 4, the greatness of a figure such as Alfred is pulled into question, as well as more detailed evaluations of key sources of history such as the Anglo-Saxon chronicle.
The topic ends with an essay that pulls together their knowledge and skills into a piece that highlights their understanding (‘Is it fair to call it the dark ages?’). During this essay writing, children look back on the essay they did in year 3 (express whether humans were ‘simple hunter gatherers). This use of past lessons as revision at the beginning of each lesson has been carefully constructed to allow them to make connections themselves more organically.
Historical Concepts
Parliament
A council of state with executive powers first demonstrated in medieval England.
Peasantry
A social class of people who till the soil as small landowners or agricultural labourers.
Civilisation
A society under governance by a state that has a developed culture, language, writing system and currency.
Empire
An extensive territory or territories under single political domination or control.
Invasion
The incoming or spread of something usually harmful, especially an incursion of an armed force for conquest or plunder.
Monarchy
A form of government in which supreme power is held by one person for life, usually passed on hereditarily.
Textbooks
Anglo-Saxons (September—February)
The Golden Age of Baghdad (March—July)
Year 6
Week 1
Outcome
- To place the WW2 in my wider knowledge of history
Vocabulary
- chronology, century, AD, BC, war
Revision
- To review Stone to Iron Age and international periods
Week 2
Outcome
- To judge whether Britain had to go to War in 1939
Vocabulary
- appeasement, empire, legacy, causation, Prime Minister, impact
Revision
- To describe the Ancient Egyptian military
Week 3
Outcome
- To discuss why it was necessary for children to be evacuated from South Woodford
Vocabulary
- evacuee, source, local, blitz, raid
Revision
- evacuee, source, local, blitz, raid
Week 4
Outcome
- To discuss why it was necessary for children to be evacuated from South Woodford
Vocabulary
Revision
- To judge the significance of Boudicca
Week 5
Valence House Trip
Week 6
Outcome
- To compare the life for an evacuee to other children during WW2 and today
Vocabulary
Revision
- To describe what changed and what continued when the Romans left and the Anglo-Saxons arrived
Week 7
Outcome
- To debate whether Dunkirk was a ‘miracle’
Vocabulary
Revision
- To debate the importance of technology in Roman Britain
Week 1
Outcome
- To dramatize what happened in the Battle of Britain
Vocabulary
Revision
- How England became one kingdom
Week 2
Outcome
- To assess my knowledge and understanding of WW2
Vocabulary
Week 3
Outcome
- To discuss what life was like on the home front in South Woodford Blitz
Vocabulary
Revision
- To compare Ancient Baghdad to London
Week 4
Outcome
- To judge how the Second World War changed the role of women in Britain
Vocabulary
Revision
- To appraise what life was like for women in Ancient Greece
Week 5
Outcome
- To examine the role of propaganda up to and during the war
Vocabulary
Revision
- To evaluate the Anglo-Saxon Chronicle
Week 6
Outcome
- Case study: figure of local history (Winston Churchill), and his impact on outcome of WW2
Vocabulary
Revision
- To discuss whether Alexander deserved to be called ‘Great’
Week 7
Outcome
- To assess my knowledge and understanding of WW2 on the home front
Vocabulary
Week 1
Outcome
- To compare historical figures of Churchill and Hitler
Vocabulary
Revision
- To examine the life of Alfred the Great
Week 2
Outcome
- Essay: Who was a more effective leader, Churchill or Hitler?
Vocabulary
Revision
- To assess the invasion of Britain by Julius Caesar
Week 3
Outcome
- Essay: Who was a more effective leader, Churchill or Hitler?
Vocabulary
Week 4
Outcome
- Recap knowledge of Anglo-Saxons Knowledge organiser
Vocabulary
Week 5
Outcome
- To produce an accurate historical timeline to scale, for previously studied areas of British history
- Extension: add a European, then a global timeline to run alongside it
Vocabulary
Revision
- Stone to Iron, Egyptians, Greeks, Romans, Anglo Saxons, Baghdad
Week 6
Outcome
- To distinguish who the Vikings were and question why they started coming to England
Vocabulary
Revision
- To analyse why the Anglo-Saxons came to Britain
Week 1
Outcome
- To compare the Viking invasion with the roman and Anglo-Saxon
Vocabulary
Revision
- To analyse the Beaker people
Week 2
Outcome
- To create a Viking in Britain timeline up to the capture of York
Vocabulary
Revision
- To discuss the importance of Anglo Saxon Chronicle
Week 3
Outcome
- Case study: Yorvik
Vocabulary
Revision
- To evaluate the significance of Bede
Week 4
Outcome
- To compare the importance of trade in Viking culture to the Romans and the Greeks
Vocabulary
Revision
- To explain the influence of the Islamic Empire on Europe
Week 5
Outcome
- To assess my knowledge and understanding of the Vikings
Vocabulary
Week 5
Outcome
- To assess my knowledge and understanding of the Vikings
Vocabulary
Week 1
Outcome
- To appraise the reign of Alfred the Great
Vocabulary
Revision
- To analyse the life and achievements of Alexander the Great
Week 2
Outcome
- To investigate the security of Britain between the Danelaw and Cnut’s reign
Vocabulary
Revision
- To explain why it was necessary for children to be evacuated
Week 3
Outcome
- To explain what was the significance and impact of the reign of Athelred the Unready
Vocabulary
Revision
- To discuss the importance of Boudicca
Week 4
Outcome
- To explain what was the significance and impact of the reign of Cnut
Vocabulary
Revision
- To compare the achievements of Caesar and Claudius
Week 5
SATs Week
Week 6
Outcome
- To create a timeline of key events from Lindisfarne to Cnut
Vocabulary
Revision
- To review the timeline
Week 1
Outcome
- To judge the significance of the last Viking invasion of ‘England’
Vocabulary
Revision
- To discuss the fall of Islamic empire
Week 2
Outcome
- To assess knowledge and understanding of Viking Britain
Vocabulary
Week 3
Rhos y Gwaliau
Week 4
Outcome
- Essay: What was the impact of the Vikings on the formation of the Kingdom of England?
Vocabulary
Revision
- To analyse the significance of Churchill
Week 5
Outcome
- Essay: What was the impact of the Vikings on the formation of the Kingdom of England?
Vocabulary
Revision
- To compare the impact of Ancient Greeks, Romans, Egyptians and Baghdad
Week 6
Outcome
- To compare how life was different in Britain in 1066 compared to life in Roman times
Vocabulary
Revision
- To discuss life in Stone age
World War II
Year 6 starts with an investigation into WW2. Being a London Borough school with a special connection to Winston Churchill (being a Woodford and Wanstead MP), it is useful to capitalise on this perspective by making a significant focus of the topic about South Woodford and the wider London area’s response to the war. Having this close relationship allows children to become more fully invested in our study.
By looking at topics like evacuation and the blitz in the local area, pupils are encouraged to empathize with their counterparts during the war – producing more considered and thoughtful pieces.
In terms of the broader scope of the topic, we start (as with every history topic) a look at timelines to ensure that childrens’ chronological understanding is suitably firm before moving onto more complex issues around cause and consequence of keys events like WW1, the Treaty of Versailles, Great Depression etc. This exposes children to a broad range of vocabulary and ideas that they will have come across before but forces them to exercise them in completely different circumstances. For example, a consideration of how the idea of an ‘empire’ changes or stays the same, as well as the similarities between reasons for war and its likely consequences, in addition to tier 2/3 words such as ‘treaty’.
Accumulation of knowledge is developed alongside ample opportunities to practise historical skills learnt throughout the school, for example evaluating whether the evacuation of Dunkirk was a miracle, to assessing the impact of Churchill on the outcome of the war as well as comparing the leadership styles of Hitler and Churchill.
Vikings
The second part of the year 6 is a study of the Vikings – more specifically their role in the struggle for the Kingdom of England in the last few centuries of the first millennium, culminating in the last Viking invasion of 1066.
The topic begins again with a recap of timelines and chronology, with the pupils being asked to consider global, European and national differences, before a recap in basic Anglo Saxon knowledge.
We revisit ideas like archaeology and again get pupils to practise their historical skills of comparison and reasoning by considering ideas like why the Vikings invaded, as well as why they are portrayed in a certain way, in addition to a revision of how to use historical sources correctly.
The topic follows a broadly chronological structure, analysing and appraising key events like the attack on Lindisfarne, the invasion of the ‘Great Heathen Army’ and the creation of the Danelaw. This is especially useful as a this point in the topic, pupils naturally make comparisons between key historical figures in British history like Alfred the Great and Churchill, as well as Cnut and Ethelred the Unready. Furthermore, when looking at Ethelred and his policies for placating the Viking attacks, children are encourage to see the similarities between him and Neville Chamberlain and the effectiveness of appeasement.
Through out he topic, the learning objectives gradually become more and more considered and appraising, moving beyond the acquisition of knowledge to its active deployment. The topic ends with an evaluation of the impact the Vikings had on the formation of the ‘Kingdom of England’, which will draw upon the wealth of historical knowledge and skills the pupils have been building up since Year 3.
History of Medicine
In Year 6 we finish the year by looking at the history of medicine in Britain. This topic extends pupil’s chronological knowledge beyond 1066 in addition to providing Year 6 with a much more detailed backdrop to what is happening in the world around us. History is always a good subject to provide pupils with ‘cultural capital’ and this topic seeks to do just that.
Medicine, its history and the wide ranging impact this has had on our civilisation are key elements that equip the pupils with a keener understanding of what holds together and guides human development. This allows pupils to draw their own conclusions about the nature of our society, as well as giving pupils a more specific and detailed look at how ideas and practices come into being – an understanding that can be then be adapted to an infinite number of topics. Whilst this thematic approach to British history will be challenging, it has never been more appropriate.
We start by considering what is meant by ‘medicine’, before applying this chronologically – looking at the medieval period followed by the Victorian age. Familiar terms such as ‘cause’ and ‘consequence’ are used when evaluating the Black Death as well as reasoning behind why Victorians held certain beliefs about medicine.
As with the other Year 6 topics, an appraisal of key figures and their ‘impact’ forms a central part of our study, before comparing the importance of different discoveries and time periods. These learning objectives give pupils a further chance to put into practice their reasoning and analytical skills, before culminating in a pupil-led comparison of pandemics from the last 1000 years.
Historical Concepts
Parliament
Assemblage of nobility, clergy, and commons called by the British sovereign as the supreme legislative body in the UK.
Peasantry
Pre-industrial class of uneducated agricultural labourer or farmer with limited land ownership and low social status, especially living in the middle ages under feudalism.
Civilisation
A stage of cultural development of a society at which writing and keeping of records is attained as well as a refinement of thought, manners or taste.
Empire
A major political unit having a territory of great extent or a number of territories or peoples under a single sovereign authority, particularly that of an emperor.
Invasion
An unwelcome intrusion into another’s domain, especially as an incursion by a number of people or things into a place or sphere of activity.
Monarchy
Undivided rule or absolute sovereignty over a state by a single person; usually a hereditary position with life tenure.
Textbooks
WWII (September—January)
Viking Britain (January—May)
History of Medicine (May—July)